Republic of the Philippines

Department of Education
DIVISION OF PAGADIAN CITY
ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOOL
SENIOR HIGH SCHOOL

Subject: PRACTICAL RESEARCH 2

Week: Week 1, October 5-9, 2020

Reminder: Do not write anything on this paper. Write your answer in a separate sheet (Intermediate paper is
recommended). Should you have any clarifications, please contact your teachers in Research 2 directly.

LESSON 1: STRENGHTS, WEKNESSES, CHARACTERISTICS AND KINDS OF QUANTITATIVE RESEARCH

Learning Competency: Describe characteristics, strengths, weaknesses, and kinds of quantitative research.

(CS_RS12-la-c-1)
Lesson Objectives: At the end of the lesson, you should be able to:
1. Identify the different kinds of quantitative research; and
2. Recognize the strengths, weaknesses and characteristics of each kind.

Definition of Quantitative Research

Quantitative research makes you focus your mind on specific things by means of statistics that involve collection
and study of numerical data. Thus, to give the basic meaning of quantitative research is to say that research is a way of
making any phenomenon or any sensory experience clearer or more meaningful by gathering and examining facts and
information about such person, thing, place, or event appealing to your senses. You use mathematical operations of
addition, subtraction, division, and multiplication to study and express relationships between quantities or magnitudes
shown by numbers or symbols. Involving measurements and amounts, quantitative research seeks to find answers to
questions starting with how many, how much, how long, to what extent, and the like. Answers to these questions come
in numerals, percentages, and fractions, among others (Suter 2012; Russell 2013).

Characteristics
Since quantitative research uses numbers and figures to denote a particular thing, this kind of research requires
you to focus your full attention on the object of your study. Doing this, you tend to exclude your own thoughts and
feelings about the subject or object. This is why quantitative research is described as objective research in contrast to
qualitative research that is subjective. Characterized by objectiveness, in which only the real or factual, not the
emotional or cognitive existence of the object matters greatly to the artist, quantitative research is analogous to
scientific or experimental thinking. In this case, you just do not identify problems but theorize, hypothesize, analyze,
infer, and create as well. Quantitative research usually happens in hard sciences like physics, chemistry, biology, and
medicine; qualitative research, in soft sciences such as humanities, social sciences, education, and psychology, among
others.

Classification
Quantitative research is of two kinds: experimental and non-experimental. Each of these has sub-types. Falling
under experimental are these specific types: true experimental, quasi-experimental, single subject, and pre-
experimental. Quasi-experimental comes in several types such as: matched comparative group, time series, and
counterbalanced quasi-experimental. Non-experimental research, on the other hand, has these sub-types: survey,
historical, observational, correlational, descriptive, and comparative research.

ACTIVITY 1: MULTIPLE CHOICE

Direction: Write only the letter of the correct choice.

1. You tend to inflate something in a qualitative research because of your A

a. objective views c. personal traits
b. teacher’s influence d. mathematical skills
2. This line, “The truth is out there.” is true for ____________. B
a. qualitative research c. any research type

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 b. quantitative research d. all research designs
3. People inclined to doing a quantitative research wants to discover truth in ____________. A
a. An exact manner c. an indirect way
b. A careful way d. a personal way
4. Some think of quantitative research as complex because of its use of _________. C
a. hypotheses b. factual data c. numerical data d. theories
5. Which of the following do NOT belong to the group? A
a. correlational b. quasi-experimental c. single subject d. pre-experimental

ACTIVITY 2: WRITING

Write a short essay about things you learned the most and the least through the topics dealt with in this lesson.
Give your essay an interesting title.

Quantitative Research’s Use and Importance

Quantitative research focuses more on facts and data rather than opinions and views. It offers no bias in my
opinion and is mostly used on hard sciences such as physics, biology, chemistry, and etc. It can be used for future
researchers as a basis for their study. There are 2 types of Quantitative Research, Experimental and Non-
experimental. Experimental research is the type of research that uses a scientific approach towards manipulating one
or more control variables and measuring their defect on the dependent variables, while non-experimental research is
the type of research that does not involve the manipulation of control variables. The importance of quantitative
research lies on our thirst for knowledge. Quantitative Research offers a lot of information that can be used to do
good. Research does indeed make man’s life easier.

EXPERIMENTAL RESEARCH

Experimental research is a quantitative research that treats or deals with the object or subject of the research in a
definite or exact manner and determines the extent of the effects or influence of the treatment on the object/subject,
then discovers the causes of such effects. Two groups are involved in any experimental research: the experimental
group, the one on which the treatment or influence is applied, and the control group, which does not receive any
treatment. The objects or subjects involved in these types research are chosen randomly or selected by chance, rather
than by the decision of the researcher.

Classification
Experimental research is categorized into two: true experimental research and quasi-experimental research. Based
on where the experimental research is done, it is either laboratory research or field research. Your manner of selecting
the participants indicates whether it is true experimental or quasi-experimental. The true experimental research
absolutely uses random selection in determining who among the participants should compose the experimental group
or the control group. The quasi-experimental research adopts a comparative technique in choosing the subjects.

Quasi-Experimental Research
Usually, participants chosen in a quasi-experimental research are those forming a class that remains as one group
incapable of disintegration. The not randomly chosen participants are subjected to any of these types of quasi-
experimental research (Muijs 2011):

o matched comparison – choosing a treatment group and another group that has similarities with the
treatment group
o time-series quasi-experimental research – giving them series of pre-tests and post-tests
o single-subject quasi-experimental research – controls treatment and condition applied to just one
individual or a group
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 ACTIVITY 3: EXPLAIN

Directions: Explain your understanding about the text by answering the following questions on the given lines.

1. Compare and contrast the two basic types of experimental research.

Both type of experimental research treats or deals in a definite or precise way with the object or subject of
the study and decides the magnitude of the effects or impact of the treatment on the object or subject, then
discovers the causes of those effects and experimental study includes two parties. The difference between the
two is that True Experimental Research absolutely chooses random participants whereas Quasi-Experimental
Research doesn’t choose random participants.
2. Why an experimental research is also called a scientific method?
Because experimental research requires an exact manner to deal with its subjects/objects and that exact
manner is called the scientific method.
3. What is the primary factor in determining whether a research is true experimental or quasi-experimental?
The type of gathering participants. If it is randomly selected it is most likely to be true experimental. If it isn’t
randomly selected it’s most likely to be quasi-experimental.
4. What are the implications of declaring what is true by means of a quasi-experimental research?
In all cases, the truth obtained from quasi-experimental studies could not be accurate as it is relative to the
data taken from the comparative classes. While a precise response is required in such research situations, the
means of getting the truth by quasi-experimental is still reliable but must be treated with a margin of error. In
conclusion, quasi-experimental research may still be used in practice to extract the facts, but it may take on
certain consequences that may not be as precise, so its study design must be well designed and even then the
response must be treated with a degree of scrutiny.
5. Which is better between the two types of experimental research? Justify your choice.

True experimental in my opinion is the better type of experimental research. It offers no bias to the study so
that means whatever data that you get is true to almost all types of participants since the participants are
randomly selected.

6. Do you know somebody who has already done an experimental research? Describe this person including how
he/she carried out his/her research work.
Yes, he revised his research work multiple times and tried various kinds of techniques until his work was
accepted. One of the things that he did is apply quasi-experimental research since his time was limited. He
used that type of research to narrow down his participants and made the whole process a lot easier.

NON-EXPERIMENTAL RESEARCH

Non-Experimental research is a way of finding out truths about a subject by describing the collected data about such
subject and determining their relationships or connections with one another. Any treatment or condition is not involved
in this type of research. But there is a measuring of variables here; hence, once you do a non-experimental research, you
deal with both qualitative and quantitative data. Your desire to discover people’s thoughts, views, feelings and attitudes
about a certain societal issue, object, place, or event causes you to use non-experimental research.

Characteristics
It is incapable of establishing cause-effect relationships; by itself, it is able, if it takes place in conjunction with other
experimental and quasi-experimental research methods.

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 It involves various ways of data analysis:

 Primary – analysis of data collected by the researcher himself

 Secondary – examination of data collected by other people
 Meta-analysis – analysis of data expressed numerically.

It uses research method that applicable to both quantitative and qualitative data.

Definition of Survey Research

Survey research is a method of research that aims at knowing what a big number of people think and feel about
some sociological issues. The data it collects from these people serving as “representatives or informants” explain or
describe the society’s thoughts, attitudes, and feelings towards environmental issues. Although survey research is a very
old research technique that began in the period of the ancient Egyptian rulers, many still consider this as a very popular
means of social inquiry. (Babbie 2013, p. 383)

Purposes of Survey Research

 To obtain information about people’s opinions and feelings about an issue.
 To identify present condition, needs, or problems of people in a short span of time.
 To seek answers to social problems.
 To give school officials pointers on curricular offerings, guidance and counselling services, teacher evaluation,
and so on.
Strengths of Survey Research
Stressing the effectiveness and usefulness of survey research, Schutt (2013) gives the following pluses of survey
research:

Versatility. It can tackle any issue affecting society.

Efficiency. It is not costly in terms of money and time, assuming there is excellent communication or postal system.

Generality. It can get a good representation or sample of a large group of people.

Confidentiality. It is capable of safeguarding the privacy or anonymity of the respondents.

Weak Points of Survey Research

 It cannot provide sufficient evidence about the relationships of variables.

 It cannot examine the significance of some issues affecting people’s social life.
 It cannot get data reflecting the effects of the interconnectedness of environmental features on the research
study.
 It cannot consider man’s naturalistic tendencies as the basis of human behavior unless his ways or styles of living
are related to his surroundings.
 It cannot promote interpretive and creative thinking unless its formation of ideas results from scientific thinking.
 It cannot have an effective application to all topics for research.
 It cannot use a questioning or coding method that can accurately register differences among the participants’
responses.
 It cannot diffuse the main researcher’s abilities to control and manipulate some factors affecting the study.
 It cannot account for real or actual happenings, but can give ideas on respondents’ views, beliefs, concepts, and
emotions.

Activity 4: MATCHING TYPE

Directions: Write the letter of the expression in B that matches the one in A.
A B

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 ___H___ 1. Involves treatment  a.  data-gathering instrument
___E___ 2. Statistical studies  b.  confidentiality
___K___ 3. Stress on one’s views   c.  where most survey research
happen
___A___ 4. Phone, email, questionnaire d.  points to exact data
___I___ 5. Variable predictors   e.  meta-analysis
   
___J___ 6. Data types and analysis f.  generality
___B___ 7. Secret identity of the subject  g.  makes survey different from
others
___C___ 8. Social sciences h.  true experimental research
  
___G___ 9. Research questions i.  hypotheses
___F___ 10. Stands for lots of people    j.  variables
 k.  survey research

ACTIVITY 5:
Directions: Fill in the blank with the correct answer.

True experimental and 1) quasi-experimental research are the two types of experimental research. 2) Random
selection of subjects happen in true experimental research; purposive selection occurs in a 3) quasi-experimental
research. Another basis of 4) quasi- experimental research is 5) where the experiment is done. If the study
happens in a place surrounded by walls, it is a 6) laboratory research. But if it is 7) in an open area it is a field
experiment. Actually, the only thing that makes the two types of experimental research 8) different from each
other is the method of 9) gathering the subjects. If the selection is randomized, it is definitely a 10) true
experimental research.

ACTIVITY 6:

Based on the extent of your understanding of non-experimental research, rank the following from 1 to 10, with 1
being the most learned and 10, not learned well.
___2___ Meaning of non-experimental research
___3___ Relation between non-experimental and quasi-experimental
___1___ Meaning of quasi-experimental research
___9___ Ethics in social research
___5___ Pluses and minuses of survey research
___7___ Survey research design
___6___ Purposes of survey research
___4___ Characteristics of non-experimental research
___10__ Data-gathering techniques of a sociology researcher
___8___ Nature of survey research

LESSON 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS OTHER FIELDS

Learning Competency: Illustrate the importance of quantitative research across fields. (CS_RS12-la-c-2)
Lesson Objectives: At the end of the lesson, you should be able to:
1. Appreciate the importance of quantitative research to other fields.

Importance of Quantitative Research

The importance of quantitative research lies greatly in the production of results that should reflect precise
measurement and an in-depth analysis of data. It is also useful in obtaining an objective understanding of people, things,
places, and events in this world; meaning, attaching accurate or exact meanings to objects or subjects, rather than
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inflated meanings resulting from the researcher’s bias or personal attachment to things related to the research.
Requiring the use of reliable measurement instruments or statistical methods, a quantitative study enables people to study
their surroundings as objective as they can. This kind of research is likewise an effective method to obtain information
about specified personality traits of a group member or of the group as a whole as regards the extent of the relationship
of their characteristics and the reason behind the instability of some people’s characteristics (Muijs 2011; Gray 2012).

LESSON 3: VARIABLES

Learning Competency: Differentiate kinds of variables and their uses. (CS_RS12-la-c-3)

Lesson Objectives: At the end of the lesson, you should be able to:
1. define variables;
2. characterize variables;
3. compare and contrast types of variables; and
4. distinguish independent variables from dependent variables.

Definition of Variables
Variables are “changing qualities or characteristics” of persons or things like age, gender, intelligence, ideas,
achievements, confidence, and so on that are involved in your research study. Made up of the root or base word “vary”
which means to undergo changes or to differ from, variables have different or varying values in relation to time and
situation. For instance, as years go by, your age or intelligence increases. But placed in a situation where you are
afflicted with a disease or have no means of reading or no access to any sources of knowledge, your intelligence tend to
decrease (Suter 2013, p. 137).

Basic Types
Basically, variables are of two types: independent variables and dependent variables. Independent variables are
those that cause changes in the subject, while dependent variables are those that bear or manifest the effects caused by
the independent variables. Hence, in a causal relationship, the cause comes from the independent variables; the effects,
on the dependent variables.

In an experimental research, the independent variable as the condition or treatment applied to the experimental
group is under the control, direction, or manipulation of the researcher or experimenter. For instance, to determine the
positive effects of one modern grammar theory called SFG (Systemic Functional Grammar) on IC (Intercultural
Competence), you apply this theory in varied ways like realizing this in a collaborative, oral, or written activity. In this
case, the SFG serves as the independent variable and the IC as the dependent variable.

Variable Relationships
In a scientific way of studying cause-effect relationships, these two variables, independent and dependent are part
and parcel of the research because the first one is the cause; the second, the effect that you can subject to any form of
measurement. However, as you carry out the research, it is possible that one, two, or more variables or extra variables
crop up to create an impact on the relationship between the independent and dependent variables. Being extra
variables, they form this other type of variables called extraneous variables.

For example, in the case of SFG vs. IC, (the first as the independent variable; the second as the dependent variable)
extraneous variables like age, gender, or personality traits may suddenly surface to create effects on the relationships of
the two basic variables. Such extraneous variables are called participant variables if they refer to the moods, emotions,
or intelligence of the subject; situational variables, if they pertain to nature of the place: smelly, chilly, cold, hot,
spacious, and the like.

Other Types of Variables

Extraneous variables are to be controlled by you, the experimenter. But if they do not give in to your control, they
become confounding variables that can strongly influence your study. Dealing with these types of variables gives you
difficulty in determining the real cause of changes in the dependent variables; that is, whether it is due only to the
independent variable or to the combination between the confounding and the independent variables. The involvement
of confounding variables in the research results in the production of “mixed up, confusing, or bewildering results.”
Involved not within the research situation but outside the research process, the extraneous variables exist as “nuisance

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variables,” whose potency need to go down to prevent it from affecting the results negatively (Suter 2013, p. 137;
Thomas 2013; Schreiber 2012).

There are other types of variables which are as follows (Russell 2013; Babbie 2013):
 Constant – do not undergo any changes during an experiment
 Attribute – characteristics of people: intelligence, creativity, anxiety, learning styles, etc.
 Covariate – included in the research study to create interactions with the independent and dependent variables
 Continuous – quantitative in nature and is used in interval or ratio scale of measurement
 Dichotomous – has only two possible results: one or zero
 Latent – cannot be directly observed like personality traits
 Manifest – can be directly observed to give proofs to latent variables
 Exogenous – found outside an identified model
 Endogenous – found inside; as a part of identified model

ACTIVITY 7: IDEA EXTENSION

Directions: Keeping in mind the meaning of variables in research, select words in the list that can operate as variables in
any research study.

X water X voice X academic grades

X skills __ ghost X aspirations
__ ghost X handwriting X textbooks
X experience __ guardian angel X academic grades
__ world X life plans X economic status
__ dreams X class size __ mental pictures
X reading comprehension X physical exercise
ACTIVITY 8
Directions: Write C if the sentence is correct; W, if not.
___C___ 1. The experimenter relates himself/herself with the independent variable.
___C___ 2. Extraneous variables are nuisance variables.
___W___ 3. Extraneous variables are as significant as independent variables.

___W___ 4. All variables are prone to changes or variations.

___W___ 5. All variables are controllable.

___C___ 6. The effects of something on dependent variables are measurable.

___W___ 7. Only words can express the effects of variables on dependent variables.

___C___ 8. The effects of something can be shown through fractions and percentages.

___W___ 9. It is wrong to expose the variables to changeable factors.

___C___ 10. Attribute variables have the same meaning as participants’ variables.

ACTIVITY 9:
Directions: Identify the independent and dependent variables in each research problem. Write your answer under the
right column.

Research Queue Independent Variable Dependent Variable

How does logical thinking develop

LOGICAL THINKING CRITICAL THINKING
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 critical thinking?

What are the effects of Koreanovelas KEREANOVELAS

FILIPINO VALUE SYSTEM
on the Filipino value system?

COLLBORATIVE LEARNING COMMUNICATIVE

In what way does collaborative COMPETENCE
learning increase communicative
competence?

TEXTING STUDENTS’ GRAMMATICAL

To what extent does texting decrease
COMPETENCE
students’ grammatical competence?

CORRUPT PRACTICES ONE’S RESIGNATION

What corrupt practices trigger off
one’s resignation?

ACTIVITY 10:
Directions: Think of your own research problems then write them on the lines provided. Underline once the
independent variable; twice, the dependent variable.

Will constant exposure of gore

increase teenage violence?

Book Reference:

Baraceros, Esther L. (2016). Practical Research 2 (1st Edition). Rex Book Store, Inc (RBS). ISBN 978-971-23-7850-8

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